Two years ago, my school was invited by the National Association of Independent School (NAIS ) to take part in the piloting of the Measures of Academic Progress (MAP) in grades 3-8. The MAP test is a computer generated "assessment to inform instruction" in the subjects of reading, math, and science. The school felt taking part in this program would provide research-based methods to improve teaching and learning.
The MAP assessment is administered once in the fall and once in the spring. I was asked to train and act as a proctor during the piloting of the program and have since served as a proctor for bi-annual assessments. I also received basic training in the set-up of the program as a back-up administrator in the case the current administrator left the school or was not available.
REFLECTION
Training as a proctor along with the technology teacher, media specialist, and an additional classroom teacher was a great experience outside of the classroom. It gave me the opportunity to learn the logistics of the whole program. I found I enjoyed working in a role separate from teaching that involved more of the technical aspects of instructional technology.
At the same time I was able to explore the use of technology as an assessment tool. Understanding how the test was administered, how it assessed individual ability, and learning how to interpret the results, all allowed me to enhance the learning within my classroom. The results of the tests helped me further pinpoint reading ability. For example, I was able to identify and recommend reading materials for individual students that fell within their tested range.
One strength of mine is that I am extremely organized, which helped this year when the administrator role was reassigned. I had received additional training in anticipation of the MAP administrator leaving the school. Although, my new teaching position this past year did not allow time for me to take on the administrator role, I was able to provide support to the colleague of mine who took over this assignment using a binder of information I had accumulated during initial training.
The MAP assessment is administered once in the fall and once in the spring. I was asked to train and act as a proctor during the piloting of the program and have since served as a proctor for bi-annual assessments. I also received basic training in the set-up of the program as a back-up administrator in the case the current administrator left the school or was not available.
REFLECTION
Training as a proctor along with the technology teacher, media specialist, and an additional classroom teacher was a great experience outside of the classroom. It gave me the opportunity to learn the logistics of the whole program. I found I enjoyed working in a role separate from teaching that involved more of the technical aspects of instructional technology.
At the same time I was able to explore the use of technology as an assessment tool. Understanding how the test was administered, how it assessed individual ability, and learning how to interpret the results, all allowed me to enhance the learning within my classroom. The results of the tests helped me further pinpoint reading ability. For example, I was able to identify and recommend reading materials for individual students that fell within their tested range.
One strength of mine is that I am extremely organized, which helped this year when the administrator role was reassigned. I had received additional training in anticipation of the MAP administrator leaving the school. Although, my new teaching position this past year did not allow time for me to take on the administrator role, I was able to provide support to the colleague of mine who took over this assignment using a binder of information I had accumulated during initial training.